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Leadership development

About: Leadership development is a research topic. Over the lifetime, 8391 publications have been published within this topic receiving 141935 citations. The topic is also known as: leadership training.


Papers
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Journal ArticleDOI
TL;DR: In this article, a theory of leadership development is presented, suggesting that changes in leadership skills may be viewed from the perspective of a general theory of learning and expertise, with consideration of the associated changes in information processing and underlying knowledge structures that occur as skill develops.
Abstract: A theory of leadership development is advanced, suggesting that changes in leadership skills may be viewed from the perspective of a general theory of learning and expertise, with consideration of the associated changes in information processing and underlying knowledge structures that occur as skill develops. More specifically, we propose that leadership performance is organized in terms of a progression from novice to intermediate to expert skill levels. At each skill level, the emphasis is on qualitatively different knowledge and information processing capabilities. In addition, because leadership skill development requires proaction on the part of the leader, we propose that identity, meta-cognitive processes, and emotional regulation are critical factors in developing the deeper cognitive structures associated with leadership expertise. Finally, expert leaders may develop unique skills in grounding their identities and leadership activities in coherent, self-relevant, authentic values.

759 citations

Book
07 Jan 2004
TL;DR: The author reveals how follower-centric Approaches to Leadership, coupled with a multi-Theoretical Lens on Leadership Relationships and Processes, have transformed the way leaders view the world and view themselves.
Abstract: PART i: INTRODUCTION Chapter 1: Leadership: Past, Present, and Future - David V. Day & John Antonakis PART II: LEADERSHIP: SCIENCE, NATURE, AND NURTURE Chapter 2: Aggregation processes and Levels of Analysis as Organizing Structures for Leadership Theory - Robert G. Lord & Jessica E. Dinh Chapter 3: Advances in Leadership Research Methods - Michael J. Zyphur, Adam P. Barsky, & Zhen Zhang Chapter 4: The Nature of Leadership Development - David V. Day Chapter 5: The Nature in Leadership: Evolutionary, Biological, and Social Neuroscience Perspectives - Mark Van Vugt PART III: THE MAJOR SCHOOLS OF LEADERSHIP Chapter 6: Individual Differences in Leadership - Timothy A. Judge & David M. Long Chapter 7: Contingencies, Context, Situation, and Leadership - Roya Ayman & Susan Adams Chapter 8: Transformational and Charismatic Leadership - John Antonakis Chapter 9: The Nature of Relational Leadership: A Multi-Theoretical Lens on Leadership Relationships and Processes - Mary Uhl-Bien, John Maslyn, & Sonia Ospina Chapter 10: In the Minds of Followers: Follower-centric Approaches to Leadership - Douglas J. Brown Chapter 11: The Nature of Shared Leadership - Christina L. Wassenaar & Craig L. Pearce PART IV: LEADERSHIP AND SPECIAL DOMAINS Chapter 12: Leadership and Culture - Deanne N. Den Hartog & Marcus W. Dickson Chapter 13: Leadership and Gender - Linda L. Carli & Alice H. Eagly Chapter 14: Leadership and Identity - Daan van Knippenberg Chapter 15: Ethics Effectiveness: The Nature of Good Leadership - Joanne B. Ciulla PART V: CONCLUSIONS Chapter 16: The Crucibles of Authentic Leadership - Warren Bennis

663 citations

Journal ArticleDOI
TL;DR: In this paper, the authors conceptualize leadership development as identity work and show how subtle forms of gender bias in the culture and in organizations interfere with the identity work of women leaders.
Abstract: We conceptualize leadership development as identity work and show how subtle forms of gender bias in the culture and in organizations interfere with the identity work of women leaders. Based on thi...

634 citations

Journal ArticleDOI
TL;DR: In this paper, the authors examined the leadership competency profiles of successful project managers in different types of projects and found that high expressions of one IQ sub-dimension (critical thinking) and three EQ sub-dimensions (i.e. influence, motivation and conscientiousness) varied by project type.

611 citations

Journal ArticleDOI
TL;DR: Comprehensive faculty development is a tool for improving the educational vitality of academic institutions through attention to the competencies needed by individual teachers, and to the institutional policies required to promote academic excellence.
Abstract: Medical school faculty members are being asked to assume new academic duties for which they have received no formal training. These include time-efficient ambulatory care teaching, case-based tutorials, and new computer-based instructional programs. In order to succeed at these new teaching tasks, faculty development is essential. It is a tool for improving the educational vitality of academic institutions through attention to the competencies needed by individual teachers, and to the institutional policies required to promote academic excellence. Over the past three decades, strategies to improve teaching have been influenced by the prevailing theories of learning and research on instruction, which are described. Research on these strategies suggests that workshops and students' ratings of instruction, coupled with consultation and intensive fellowships, are effective strategies for changing teachers' actions. A comprehensive faculty development program should be built upon (1) professional development (new faculty members should be oriented to the university and to their various faculty roles); (2) instructional development (all faculty members should have access to teaching-improvement workshops, peer coaching, mentoring, and/or consultations); (3) leadership development (academic programs depend upon effective leaders and well-designed curricula; these leaders should develop the skills of scholarship to effectively evaluate and advance medical education); (4) organizational development (empowering faculty members to excel in their roles as educators requires organizational policies and procedures that encourage and reward teaching and continual learning). Comprehensive faculty development, which is more important today than ever before, empowers faculty members to excel as educators and to create vibrant academic communities that value teaching and learning.

586 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
2023188
2022364
2021383
2020407
2019450
2018510